本研究旨在分析高雄市未足齡資賦優異兒童，提早進入國小就讀後之學習適應情形，及其學業成就表現。研究對象為經過公開甄選通過之高雄市「提早入學國小之資賦優異兒童」，受試對象包括87-91學年度入學者，計有三年級70人、四年級77人、五年級47人、六年級62人共256人，以自編設計李克特式五點量表「未足齡資賦優異兒童提早入學學習適應調查問卷」為工具，問卷內容成二部分：一是個人基本資料；二是提早入學兒童學習適應觀察量表。在第二部分，研究者根據理論和相關研究，將學習適應情形分成五個分量表，包含同儕關係、學習態度、生活自理、身體狀況及自我概念等，本研結果有如下發現：一、74%以上提早入學資賦優異兒童的學業成就表現優異。二、72%以上提早入學資賦優異兒童的學習適應良好。三、90%以上提早入學資賦優異兒童還滿意自我學校生活表現。四、提早入學資賦優異兒童性別、年級、出生月份、父母親學歷、父母親管教態度等變項，在學習適應上未達顯著差異。五、研究發現21%學習適應不佳之提早入學資賦優異兒童，其學習成就表現未如預期優秀，且在適應行為上有學習態度不積極，身體不夠強壯，同儕關係較為孤立，自我概念不強，欠缺生活自理能力等行為表徵。

The purposes of this study were to examine the learning adjustment of gifted preschool children early-admitted to the elementary school and their academic achievement. The subjects were elementary school students of Kaohsiung city who passed the early admission tests. A total number of 256 participating students were tested in the first stage, including 70 students in third-grade, 77 students in fourth-grade, 47 students in fifth-grade and 62 students in sixth-grade during the 87-91 school years. The questionnaire employed in the study was designed to examine the learning adjustment of gifted preschool children who were early-admitted to elementary schools. This questionnaire was divided into two parts: the first part included basic individual information about the subjects and the learning adjustment assessment of gifted preschool children who were early-admitted to elementary schools. In the second part, five assessments were used, which measured students in peer relation, learning attitude, self-live management, physical well-being and self-concept. 　　The findings are as fallows: 1.More than 74% of early-admitted elementary children were excellent in learning. 2.More than 72% of early-admitted elementary children had better learning adjustment. 3.More than 92% of early-admitted elementary children satisfied in academic performance. 4.There was no significant difference in the variables of sex, grade, birth date, parents' educational backgrounds, parents' disciplinary attitudes towards their children. 5.The study found that those who had problems of learning adjustment did not have outstanding academic performance but they are not active enough in learning and weak in physical strength, peer relationship, self-awareness, and self-management.